Okul Öncesinde Bağımsız Öğrenmenin Desteklenmesi: Eğitim Programı ve Öğretmen Uygulamaları Üzerine Bir İnceleme

Year 2024, Issue: 61, 2571 - 2606, 27.09.2024

Ebru Aydın , Sehne Adıgüzel , Özge Ünsever

https://doi.org/10.53444/deubefd.1489542

Abstract

Mevcut araştırmada, MEB (2024) Okul Öncesi Eğitim Programı’nın bağımsız öğrenmeyi desteklemesi açısından öğretmenlere nasıl bir yol haritası sunduğu incelenmiştir. Nitel yaklaşımla yürütülen durum çalışması iki aşamadan oluşmaktadır. İlk aşamada, program doküman inceleme tekniği ile bağımsız öğrenme becerilerini desteklemesi açısından analiz edilmiştir. İkinci aşamada, öğretmenlerin bağımsız öğrenmeyi nasıl desteklediklerini belirlemek amacıyla sınıf içi uygulamaları gözlemlenmiş ve öğretmenlerle görüşmeler yapılmıştır. Araştırma, 2023-2024 eğitim-öğretim yılında, ilgili programın uygulandığı bağımsız bir okulda görev yapan beş öğretmenle yürütülmüştür. Çalışmada, Bağımsız Öğrenme Program Analiz Formu, Bağımsız Öğrenme Sınıf İçi Gözlem Formu ve Bağımsız Öğrenme Görüşme Formu kullanılmıştır. Sonuçlar, programın; kazanımlar, eğitimin planlanması ve uygulanması ile çocuğu tanıma ve değerlendirme boyutlarında bağımsız öğrenmeyi duygusal, pro-sosyal, bilişsel ve motivasyonel açılardan destekleyen ögelere sahip olduğunu göstermiştir. Sınıf içi gözlemlerde öğretmenlerin bağımsız öğrenme becerilerini destekleyici uygulamalarda bulundukları, ancak çocukların bağımsız öğrenme davranışlarını koşullu/kısmi olarak destekleyen veya engelleyen davranışlar sergileyebildikleri belirlenmiştir. Görüşmelerde, öğretmenlerin bağımsız öğrenmeyi desteklemek amacıyla planlamalar yaptığı, öğrenme sürecinde düzenlemeler yaptığı, çocukları karar süreçlerine dahil ettiği ve sınıftaki sosyal iklimi yapılandırdığı belirlenmiştir. Öğretmenler, bağımsız öğrenmenin desteklenmesinde programın esnek, eklektik, çocuk merkezli ve oyun temelli olmasının kolaylaştırıcı olduğunu belirtmişlerdir.

Keywords

Bağımsız öğrenme, erken çocukluk, okul öncesi eğitim programı, okul öncesi eğitim, öğretmen uygulamaları

Supporting Independent Learning in Preschool: A Review of Curriculum and Teacher Practices

Abstract

The research investigates the efficacy of the MoNE (2024) Preschool Education Program in enhancing independent learning among preschoolers. Conducted with a qualitative approach, it involved two stages: evaluating the program's effectiveness and assessing teachers' support for independent learning through observations and interviews. The study took place during the 2023-2024 academic year with five teachers at an independent public school. Data were collected using the Independent Learning Program Analysis Form, In-Class Observation Form, and Interview Form. Findings indicate that the program supports independent learning across emotional, pro-social, cognitive, and motivational domains through its acquisitions, planning, implementation, and evaluation processes. Teachers generally implemented practices that fostered independent learning but also showed behaviors that conditionally or partially supported, and at times hindered, this learning. Interviews revealed that teachers plan to support independent learning by making regulations in the learning process, involving children in decision-making, and creating a conducive social climate. They emphasized that the program’s flexible, eclectic, child-centered, and play-based nature facilitates independent learning. Overall, while the program effectively promotes independent learning, teacher behaviors play a crucial role in its success.

Keywords

Independent learning, early childhood, preschool education program, preschool education, teacher practices

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